مقایسه اثربخشی هنر درمانی مبتنی بر تئاتر و درمان راه حل محور بر مشکلات رفتاری در دانش‌آموزان با پیشرفت تحصیلی پایین
محورهای موضوعی : روش ها و مدل های روانشناختی
بهنوش طباطبایی صالحی
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فریبرز درتاج
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جمال صادقی
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رجبعلی محمدزاده
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نبی الله اکبرنتاج شوب
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1 - دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم انسانی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران.
2 - روانشناسی دانشگاه علامه طباطبائی
3 - استادیار،گروه روانشناسی ، واحد بابل، دانشگاه آزاد اسلامی،بابل،ایران
4 - استادیار، گروه روانشناسی بالینی، دانشگاه آزاد اسلامی، واحد آیت ا...آملی، آمل، ایران
5 - گروهروانشناسی تربیتی، دانشگاه آزاد اسلامی، بابل، ایران
کلید واژه: هنردرمانی مبتنی بر تئاتر, درمان راه حل محور, مشکلات رفتاری, پیشرفت تحصیلی پایین, دانش‌آموزان,
چکیده مقاله :
هدف از انجام این پژوهش، مقایسه اثربخشی آموزش هنر درمانی مبتنی بر تئاتر ودرمان راه حل محور بر مشکلات رفتاری دانش‌آموزان با پیشرفت تحصیلی پایین بود. روش پژوهش نيمه آزمایشی از نوع پيش‌آزمون- پس‌آزمون با گروه کنترل نا معادل بود. جامعه آماری این پژوهش را تمامی دانش‌آموزان با پیشرفت تحصیلی پایین (نمره معدل کم‌تر از 15) متوسطه اول پایه نهم دختر مدارس دولتی شهر تهران در مناطق 5 و 7 در سال تحصیلی 1402-1401 تشکیل داده اند. تعداد 45 نفر به صورت دردسترس با توجه به معیارهای ورود به پژوهش انتخاب و به صورت تصادفی به دو گروه آزمایش 15 نفره و یک گروه کنترل 15 نفره جایگزین شدند. برای جمع‌آوري دادهها از پرسش‌نامه مشکلات رفتاری کوای و پیترسون (1987) استفاده شد. خلاصه بسته هنردرمانی مبتنی بر تئاتر بر گرفته از جونز (1997) در 10 جلسه 60 دقیقه‌ای و خلاصه جلسات درمان راه حل محور بر گرفته از ﮔﺮاﻧﺖ (2011) در 8 جلسه 60 دقیقه ای بر روی گروه های آزمایش انجام شد و برای گروه کنترل مداخله ای صورت نگرفت. برای تجزیه و تحلیل دادهها از تحلیل واریانس اندازهگیری مکرر در نرم افزار SPSS18 استفاده شد. یافته‌ها نشان داد که آموزش هنر درمانی مبتنی بر تئاتر ودرمان راه حل محور بر مشکلات رفتاری اثر دارد. درمان راه حل محور بر مشکلات رفتاری اثربخشتر از هنر درمانی مبتنی بر تئاتر بود.
The purpose of the present study was to compare the effectiveness of Theatre Art-based Therapy and Solution Oriented Therapy on behavioral problems among the students with low academic achievements. The method was semi-experimental with the design of pretest-posttest and non-equivalent control group. The statistical population consisted all low achieved students (under the average point 15 out of 20) of the junior-high girl students, grade 9th, in Tehran Public Schools, regions 5 and 7 in the 2022-2023 academic year. 45 students out of the above mentioned population were selected based on available sampling method and were put in three groups (two experimental and one control) randomly, fifteen in each based on some entering criteria. To collect the data, the Quay and Peterson’s (1987) behavioral problems questionnaire was used. The summary of Theatre Art-based therapy package taken from Jones (1997) in ten sessions, sixty minutes in each; and the summary of Solution Oriented therapy taken from Grant (2011) in eight sessions, again sixty minutes in each, were done on the two experimental groups respectively, but the control group received no treatment. The repeated measurement of ANOVA Analysis was used to analyze the data in SPSS 18 software. The results confirmed that both the Theatre Art-based Therapy and the Solution Oriented Therapy affect the behavioral problems, but the Theatre Art-based therapy was more effective than the Solution Oriented therapy (p ≤ 0. 001).
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